Changes for page 2nd Workshop on Sustainability

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49	49	)))|(((
50	50	Author / Contact (optional)
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52		-|(% style="width:268px" %)**Definition**|(% style="width:1019px" %)What exactly is meant by “sustainability”|Achim S., Judith R.
53		-|(% style="width:268px" %)**Track Progress / Review**|(% style="width:1019px" %)What is the concrete progress since the last workshop, what worked, what not.|Thomas K, Judith R.
54		-|(% rowspan="2" style="width:268px" %)(((
55		-**Verbindung zwischen**
56		-
57		-**Review und Outlook **
58		-
59		-**(//Connection/Linking//)**
	52	+|(% colspan="1" rowspan="2" style="width:268px" %)**Definition**|(% style="width:1019px" %)What exactly is meant by “sustainability”|Achim S., Judith R.
	53	+|(% style="width:1019px" %) |
	54	+|(% colspan="1" rowspan="2" style="width:268px" %)**Track Progress / Review**|(% style="width:1019px" %)What is the concrete progress since the last workshop, what worked, what not.|Thomas K, Judith R.
	55	+|(% style="width:1019px" %) |
	56	+|(% colspan="1" rowspan="4" style="width:268px" %)(((
	57	+**Ideas / Ansätze**
60	60	)))|(% style="width:1019px" %)Based on input from referees I think one topic is whether we should collect data to effectively represent progress|
61		-|(% style="width:1019px" %)A paper detailing how to combat the practicalities of tackling sustainability issues (in Germany)|
62		-|(% rowspan="4" style="width:268px" %)**Outlook & Concrete Recommendation for Action**|(% style="width:1019px" %)What new ansatzes (//approaches//) exist, what should we try|Achim S.
63		-|(% style="width:1019px" %)(((
	59	+|(% style="width:1019px" %)What new ansatzes (//approaches//) exist, what should we try|Achim S.
	60	+|(% style="width:1019px" %) |
	61	+|(% style="width:1019px" %) |
	62	+|(% colspan="1" rowspan="5" style="width:268px" %)**Concrete Recommendation for Action & Outlook **|(% style="width:1019px" %)(((
64	64	Konkrete Empfehlungen ans BMBF bzw. Projekte als einige white papers.
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66	66	(//Concrete recommendations to the BMBF and projects in the form of white papers//)
67	67	)))|
68	68	|(% style="width:1019px" %)(((
69		-Bildung von Fokusgruppen zur Umsetzung gefundener Leitlinien aus mehreren Projekten, über den Workshop hinaus. (z.B. Connect Workshop 2024)
70		-
71		-//Formation of focus groups for the implementation of identified guidelines from multiple projects, beyond the workshop (e.g. Connect Workshop 2024)//
	68	+Formation of focus groups for the implementation of identified guidelines from multiple projects, beyond the workshop (e.g. Connect Workshop 2024)
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73	73	|(% style="width:1019px" %)(((
74	74	Prüfsteine für einen dritten Workshop, der die Umsetzung der Fokusgruppen überprüfen kann.
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76	76	//Criteria for a third workshop that can assess the implementation of the focus groups.//
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	75	+|(% style="width:1019px" %)A paper detailing how to combat the practicalities of tackling sustainability issues (in Germany)|
	76	+|(% style="width:1019px" %) |
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81		-**Goals: **
	80	+==== **Goals: ** ====
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83		-* Last workshop was impulse, this should enable implementation by developing concrete action points.
84		-* Focus is on implementation
	82	+* Focus is on implementation: Last workshop was impulse, this should enable implementation by developing concrete action points.
85	85	* Do we need a paper? How can the results be optimally prepared?
86	86	* At the end, concrete measures should emerge and be recorded (e.g. white paper, without publication, but with the aim of disseminating the measures widely)
87		-* Concrete assignments: Show on DPG, concrete “tasks” with responsible persons (to be reported, e.g. to Overview Board or next year in the workshop)
	85	+* Concrete assignments: To present at DPG, concrete “tasks” with responsible persons (to be reported, e.g. to Overview Board or next year in the workshop)
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229	229	|(% rowspan="2" %)**Teaching & Science **|(% style="width:1011px" %) |(% style="width:222px" %)
230	230	|(% style="width:1011px" %) |(% style="width:222px" %)
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	233	+Consider:
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	235	+| |Distinctive Human Skills|How GenAI can supplement learning processes⁺
	236	+|Create|Engage in both creative and cognitive processes that leverage human lived experiences, social-emotional interactions, intuition, reflection, and judgment to formulate original solutions.|Support brainstorming processes; suggest a range of alternatives; enumerate potential drawbacks and advantages; describe successful real-world cases; create a tangible deliverable based on human inputs
	237	+|Evaluate|Engage in metacognitive reflection; holistically appraise ethical consequences of alternative courses of action; identify significance or situate within a full historical or disciplinary context|Identify pros and cons of various courses of action; develop and check against evaluation rubrics
	238	+|Analyze|Critically think and reason within the cognitive and affective domains; justify analysis in depth and with clarity|Compare and contrast data, infer trends and themes in a narrowly-defined context; compute; predict; interpret and relate to real-world problems, decisions, and choices
	239	+|Apply|Operate, implement, conduct, execute, experiment, and test in the real world; apply human creativity and imagination to idea and solution development|Make use of a process, model, or method to solve a quantitative or qualitative inquiry; assist students in determining where they went wrong while solving a problem
	240	+|Understand|Contextualize answers within emotional, moral, or ethical considerations; select relevant information; explain significance|Accurately describe a concept in different words; recognize a related example; translate to another language
	241	+|Remember|Recall information in situations where technology is not readily accessible|Retrieve factual information; list possible answers; define a term; construct a basic chronology or timeline
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